Chan Teresa M, Ting Daniel K, Hall Andrew Koch, Murnaghan Aleisha, Thoma Brent, McEwen Jill, Yarris Lalena M
*Division of Emergency Medicine,Department of Medicine,McMaster University,Hamilton,ON.
†Department of Emergency Medicine,University of British Columbia,Kelowna,BC.
CJEM. 2018 Mar;20(2):284-292. doi: 10.1017/cem.2017.25. Epub 2017 May 19.
Education scholarship can be conducted using a variety of methods, from quantitative experiments to qualitative studies. Qualitative methods are less commonly used in emergency medicine (EM) education research but are well-suited to explore complex educational problems and generate hypotheses. We aimed to review the literature to provide resources to guide educators who wish to conduct qualitative research in EM education.
We conducted a scoping review to outline: 1) a list of journals that regularly publish qualitative educational papers; 2) an aggregate set of quality markers for qualitative educational research and scholarship; and 3) a list of quality checklists for qualitative educational research and scholarship.
We found nine journals that have published more than one qualitative educational research paper in EM. From the literature, we identified 39 quality markers that were grouped into 10 themes: Initial Grounding Work (preparation, background); Goals, Problem Statement, or Question; Methods (general considerations); Sampling Techniques; Data Collection Techniques; Data Interpretation and Theory Generation; Measures to Optimize Rigour and Trustworthiness; Relevance to the Field; Evidence of Reflective Practice; Dissemination and Reporting. Lastly, five quality checklists were found for guiding educators in reporting their qualitative work.
Many problems that EM educators face are well-suited to exploration using qualitative methods. The results of our scoping review provide publication venues, quality indicators, and checklists that may be useful to EM educators embarking on qualitative projects.
教育学术研究可以采用多种方法进行，从定量实验到定性研究。定性方法在急诊医学（EM）教育研究中较少使用，但非常适合探索复杂的教育问题并提出假设。我们旨在回顾文献，为希望在急诊医学教育中进行定性研究的教育工作者提供指导资源。
我们进行了一项范围综述，以概述：1）定期发表定性教育论文的期刊列表；2）定性教育研究和学术的综合质量指标集；3）定性教育研究和学术的质量清单列表。
我们发现有9种期刊发表了不止一篇急诊医学定性教育研究论文。从文献中，我们确定了39个质量指标，这些指标分为10个主题：初始基础工作（准备、背景）；目标、问题陈述或问题；方法（一般考虑）；抽样技术；数据收集技术；数据解释和理论生成；优化严谨性和可信度的措施；与该领域的相关性；反思性实践的证据；传播和报告。最后，我们找到了5个质量清单，用于指导教育工作者报告他们的定性研究工作。
急诊医学教育工作者面临的许多问题都非常适合用定性方法进行探索。我们范围综述的结果提供了可能对开展定性项目的急诊医学教育工作者有用的发表渠道、质量指标和清单。
